Documentos de Académico
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PASTORAL CARE
Pastoral care means that schools and institutions create an environment of care and nurturing.
They provide the supports that students need to thrive academically, socially, physically and
spiritually. Schools and universities have counsellors, nurses and sometimes doctors, tutors,
career advisors and many other types of professionals.
They provide elite sports canters to help students to make arrangements with their teachers
when their training schedules and competitions take them off-campus for extended periods.
There are prayer rooms and student lounges. All of these services and supports are genuinely
provided and there is no negative stigma applied to the students who access these resources.
MULTI-DISCIPLINARY
The world is not compartmentalised into tidy separate boxes of science, maths, language,
arts, business, law and other such disciplines. Neither should education.
In order to thrive in careers and lead change, people need to be able to draw-upon and
interconnect thinking and processes from across and between disciplines.
It is vitally important not to stream students into disciplines and careers too early, and even
when they have made a career decision, they need to turn the lenses on understanding from
multiple perspectives and frameworks.
One of the champions of multi-disciplinary education in higher education is called the
Melbourne model. Students complete a generalist and varied undergraduate degree before
specialising through their postgraduate studies.
ONLINE SYSTEMS
Almost every school and postsecondary institution in Australia organises education online
through a Learning Management System (LMS), such as Blackboard or Moodle.
Students and teachers have one-stop-shop access to assessment instructions, learning
materials, schedules and interactive tools. Through the LMS, students submit their
assignments and teachers provide feedback.
Students can test their subject mastery through completing formative online tests and they
can access tutorials and demonstrations for extra help. They can track their grades and
progress. They can post comments and ask questions of their teacher and peers.
Online education systems to compliment the face-to-face teaching approach have become so
successful that they are nearly invisible technologies in Australia.
ONE-TO-ONE COMPUTERS
Over the past decade, Australian education has increasingly moved away from paper towards
digital and networked systems. The main item in a student’s backpack is now a laptop
computer or tablet.
Textbooks are increasingly online and interactive. Assignments are written on their
computers and submitted online, after which, teachers reply with online feedback and enter
grades into digital grade-books.
Rather than asking students to open their text-books, teachers give them a URL. Many
classrooms have Smart-boards rather than Blackboards or even Whiteboards. Smart-boards
are internet connected and can display the work from individual students’ laptops.
RUBRICS
When Australian students are creating an assessment piece, they usually have an online rubric
open alongside. Rubrics are usually designed as tables. The columns of the table have the
range of grades from High Distinction (A+) to Pass (D).
The rows have the different elements of the assessment, such as Research, Critical Thinking
and Grammar. Within each of the boxes details are provided.
Students who are striving for top grades can read specific advice about what they will need to
do for that level of achievement. Secondary school teachers often read a draft of an
assignment before a final submission.
They attach the rubric to the front of the draft, and on that rubric the teacher has highlighted
the boxes where the assignment currently rests. If students want to improve their final grade
on the assignment, they know which elements in which to put more work.
GRADUATE EMPLOYABILITY
To be employable is to have the knowledge, skills, attributes, reflective capacities and
identity one needs to secure and maintain careers and contribute to the knowledge economy.
Being employable also means that graduates will be able to ebb and flow with career-market
changes brought on by digital evolution. In Australia, graduate employability features in the
strategic plans of most universities. Supports and strategies for graduate employability are not
left only to campus-based career centers.
Employability supports go beyond teaching students resume writing and interview skills.
Employability is embedded throughout the curriculum and assessment. Educators talk to
students about what they are studying and how this relates to their future employability.
SKILLS-BASED
There is increasing world-wide concern that students are graduating from secondary and post-
secondary education without the skills they need to thrive in their communities and
workplaces.
Specific, technical skills, such as learning to operate particular types of machinery or
software, shifts, changes and becomes obsolete. This does not mean that students should not
be taught these skills, because this experience teaches them how to learn. They will have
learned the processes and frameworks for the next iteration of technical skills.
Students also need to learn and develop super-skills. The main desirable super-skills are
communication (spoken and written), demonstration of motivation and self-initiative, and
leadership. Students need many interactive educational experiences in which to develop and
practice these skills.
WHAT STUDENTS NEED
In summary, what students need, and what they are usually provided through Australian
education thanks to our dedicated teachers and well-designed systems, are:
Teachers, schools and universities who care about students’ learning and their overall
happiness and development.
Opportunities to learn, play, socialise, get fresh-air and appreciate the joy of the world around
them.
Guidance in how to think and how to channel their brain-power for learning, achievement
and success.
Variety and engaging learning opportunities that invite students to DO, experiment, create
and discover.
Role models, inspiration and assurance of being cared for and cared about.
Education that is adaptable to unique student needs and that supports the development of each
and every learner.
Extra supports and guidance, if and when, each student needs them.
Mind-expanding curriculum allowing students to learn about pure and social sciences, math,
language, culture, health, humanities and the arts.
Efficient and user-friendly systems so that they can stay organised, and have ready access to
information and interactive tools.
Infrastructure to allow students to bring-their-own-devices, have support and training to use
these devices as well as access to current software and reliable wifi.
Assessment that helps them learn, and immediate and specific feedback so that their learning
is shaped, guided and reinforced.
Clear guidelines for their assessment so that students have the opportunity to meet teachers’
expectations.
Employability support and strategies so that students graduate with the suitable technical and
super-skills that they need in communication, problem solving and managing change to
evolve with new digital workplaces and careers.
https://graduateemployability.com/the-best-features-of-aus…/